The ultimate goal of Korean education focuses on the cultural competence more than the linguistic competence. Before applied into communication, language and culture must first be merged with each other. Cultural factors can not only help develop community communication, but also promote linguistic context comprehension and expression. There is a close geopolitical relationship between China and Korea in society, history, culture, politics and economy. Therefore, there must be similarities in cultural forms and conveying information. At the same time, there also must be cultural differences or cultural conflicts, which can alter the way information is conveyed, and lead to misunderstandings. The literary works are not explanations of the language or information. Language and culture of real human life are manifested in those works. Taking the text "The Fairy and The Woodcutter" as teaching materials in the intermediate and high level Korean reading class, this paper is aimed to find out how the learners build up their comprehension of Korean culture by comparing and contrasting similar texts in their native culture with those in Korean culture. The Korean cultural reading class makes the best of this fairy tale in both conversation and story form. It gives Korean learners a chance to know more about Korean language, culture, behavior and consciousness. Moreover, through this reading class in which language is acting as the medium, Korean and Chinese culture interact with each other in some way, we will find out the patterns that people think and act. In this process, learners can actively cultivate their imaginations and sensibility by following the cultural context in the story. At the same time, linguistic elements that include grammar, vocabulary, etc will be developed comprehensively. The result of the research in this paper shows that high-level learners are able to use this information to find out and discuss similarities and differences between the Korean culture and Chinese culture. However, intermediate-level learners can instead pay more attention to their linguistic competence. There is limitation in which they can absorb and understand Korean culture, because the chosen teaching materials focus mainly on the morality and interest of Korean culture. This paper will tell how to improve learners` intercultural competence in Korean cultural education and to develop learners` self-identification. Targeted at the Chinese learners, the Korean culture reading class gives crucial insight that learners can use to better understand Korean social consciousness.